Two approaches to estimating the effect of parenting on the development of executive function in early childhood
Bibliographic Data
| ID | 9787983 |
|---|---|
| Authors | Clancy Blair (0000-0003-2738-238X, New York University, corresponding author), Family Life Project Investigators (New York University), C Cybele Raver (University of Illinois Urbana-Champaign), Daniel Berry (0000-0001-7001-7914), Daniel J Berry |
| Year | 2014 |
| Volume | 50 |
| Issue | 2 |
| Pages | 554-565 |
| Publication date | 2014-01-01 |
| Peer Reviewed | Yes |
| Open Access | No |
| Type | ARTICLE |
| Venue | Developmental Psychology (JOURNAL) |
| Journal identifiers | ISSN: 0012-1649 • E-ISSN: 1939-0599 |
| Publisher | American Psychological Association (APA) (PUBLISHER) |
| DOI | 10.1037/a0033647 |
| PMID | 23834294 |
| OpenAlex | W2130900499 |
| Language | EN |
| Citations received | 56 |
| References cited | 27 |
In the current article, we contrast 2 analytical approaches to estimate the relation of parenting to executive function development in a sample of 1,292 children assessed longitudinally between the ages of 36 and 60 months of age. Children were administered a newly developed and validated battery of 6 executive function tasks tapping inhibitory control, working memory, and attention shifting. Residualized change analysis indicated that higher quality parenting as indicated by higher scores on widely used measures of parenting at both earlier and later time points predicted more positive gain in executive function at 60 months. Latent change score models in which parenting and executive function over time were held to standards of longitudinal measurement invariance provided additional evidence of the association between change in parenting quality and change in executive function. In these models, cross-lagged paths indicated that in addition to parenting predicting change in executive function, executive function bidirectionally predicted change in parenting quality. Results were robust with the addition of covariates, including child sex, race, maternal education, and household income-to-need. Strengths and drawbacks of the 2 analytic approaches are discussed, and the findings are considered in light of emerging methodological innovations for testing the extent to which executive function is malleable and open to the influence of experience
Child development · Cognition · Developmental psychology · Early childhood · Executive functions · Function (biology · Latent growth modeling · Parenting styles · Structural equation modeling · Working memory · Child and Adolescent Psychosocial and Emotional Development · Early Childhood Education and Development · Infant Development and Preterm Care · Psychology
Intergenerational transmission of self-regulation
Executive function and academic achievement
Infant Self-Regulation and Early Childhood Media Exposure
Parental Behaviours Predicting Early Childhood Executive Functions
The importance of self‐regulation
Home executive function environment and executive functions in children
Irritability and parenting practices as mediators between executive functions and oppositional and obsessive-compulsive problems in preschool children
Pathways to Early Academic Achievement
Early Home-Based Intervention Supports Behavioral Self-Regulation in Kindergarten Through Cognitive Stimulation in At-Risk Families
Profiles of Dysregulation Moderate the Impact of PreschoolTeacher–Student Relationships on Elementary School Functioning
Associations among symbolic functioning, joint attention, expressive communication, and executive functioning of children in rural areas
The relationship between family socioeconomic status, parental involvement, and executive function in preschool children
Evocative effects of children's education‐associated genetics on maternal parenting
Evocative effects on the early caregiving environment of genetic factors underlying the development of intellectual and academic ability
Prenatal Risk Predicts Preschooler Executive Function
Family Stress Processes and Children's Self-Regulation
Inhibitory Control Across the Preschool Years
Improving executive function during toddlerhood
Learning from atypical development
Neural hyperscanning in caregiver-child dyads
Executive function and metacognition
Examining the role of parents and teachers in executive function development in early and middle childhood
Parental involvement profiles and their association with children’s early development in Taiwan
Toward a dimensional model of risk and protective factors influencing children's early cognitive, social, and emotional development during the Covid‐19 pandemic
A Comparison of Three Executive Function Batteries in a Preschool-Aged Sample
Positive Parenting and Sociodemographic Factors Related to the Development of Chilean Children Born to Adolescent Mothers
Longitudinal Associations between Posttraumatic Stress Disorder Severity and Personality Disorder Features among Female Rape Survivors
Perception of Caregiving During Childhood is Related to Later Executive Functions and Antisocial Behavior in At-Risk Boys
Executive Function in Deaf Native Signing Children
Predictions of pre-academic mathematical and literacy skills by kindergarten executive functions
Appetite self-regulation declines across childhood while general self-regulation improves
Early Parenting and the Intergenerational Transmission of Self-Regulation and Behavior Problems in African American Head Start Families
Low-Income Latina Mothers’ Scaffolding of Preschoolers’ Behavior in A Stressful Situation and Children’s Self-Regulation
Electroencephalogram frontal asymmetry changes during emotion‐eliciting tasks and parent–child interaction dynamics
Bidirectional Associations Between Parental Responsiveness and Executive Function During Early Childhood
Is the development of diversification in executive functioning universal? Longitudinal evidence from Ghana
Are Disinhibited Social Behaviors Among Internationally Adopted Children Mediated by the Attachment Environment or by Children's Difficulties with Inhibitory Control
Executive function in kindergarten and development of behavioral competence
Associations between parenting behavior and executive function among preschool-aged children born very preterm
Cortisol across preschool day relates to teacher ratings of executive functioning for children facing economic hardship
Contributions of parenting quality and coparenting relationship quality to the development of child executive functioning
Disparities in kindergarteners’ executive functions at kindergarten entry
From early risk via cognitive functioning to ADHD phenotype
Household chaos and children’s cognitive and socio-emotional development in early childhood
The relation between executive functions and reading comprehension in primary-school students
Continuity and change in the home environment
The Longitudinal Relationship Between Children’s Internalizing Problems and Family Difficulties
Inhibitory Control Mediates the Associations Between Parenting Practices and Depressive Symptoms in Adolescents
Preschoolers’ self-regulation moderates relations between mothers’ representations and children’s adjustment to school
What kind of parenting is associated with early self-control among toddlers living in poverty? The importance of learning support
The interaction among household chaos, parental rejection, and parental control in predicting adolescent executive function
Executive function skills and academic achievement gains in prekindergarten
Does school mobility place elementary school children at risk for lower math achievement? The mediating role of cognitive dysregulation
Positive parenting, effortful control, and developmental outcomes across early childhood
Maternal depressive symptoms, mother-child interactions, and children’s executive function
Socioeconomic Status and Childhood Executive Function
Executive function in early childhood
Salivary Cortisol Mediates Effects of Poverty and Parenting on Executive Functions in Early Childhood
Relating Effortful Control, Executive Function, and False Belief Understanding to Emerging Math and Literacy Ability in Kindergarten
Tracking Executive Function Across the Transition to School
Latent Variable Modeling of Differences and Changes with Longitudinal Data
From External Regulation to Self-Regulation
Estimating the “Impact” of Out-of-Home Placement on Child Well-Being
CSRP’s Impact on Low-Income Preschoolers’ Preacademic Skills
Modeling the Impacts of Child Care Quality on Children's Preschool Cognitive Development
Executive function in preschoolers
Cumulative Social Risk, Parenting, and Infant Development in Rural Low-Income Communities
Three conditions under which experiments and observational studies produce comparable causal estimates
Change Scores as Dependent Variables in Regression Analysis
Responsive parenting
Executive Function and Theory of Mind
The nature and impact of changes in home learning environment on development of language and academic skills in preschool children
Executive function and theory of mind
Experiential canalization of behavioral development
Using confirmatory factor analysis to understand executive control in preschool children
The effects of parental scaffolding on preschoolers' executive function
Links between behavioral regulation and preschoolers' literacy, vocabulary, and math skills
The neighborhoods they live in
Mechanism Experiments and Policy Evaluations
Marital Perceptions and Interactions Across the Transition to Parenthood
Income Changes and Cognitive Stimulation in Young Children's Home Learning Environments
Quality of Parenting as Mediator of the Effect of Childhood Defiance on Adolescent Friendship Choices and Delinquency
| Unique citing works | 56 |
|---|---|
| Citations per year | 4,67 |
| Citation span | 2014 - 2026 (13) |
| Citation velocity | current |
| Highly cited | No |
| Citation types | Neutral: 55 |